Academic Curriculum Knowledge Production at the Work/Academic Interface’
The sorts of learning which occur in the workplace and those which occur in higher education institutions are likely to be epistemologically different and systematic analyses of possibilities for integration are scarce. Yet there is a growing impetus for more responsiveness in higher education curricula, particularly in terms of the new work order skills..
This paper attempts to come up with a method for examining knowledge production and change at the interface between the workplace and the higher education academic curriculum. The author identifies the interfaces as spaces, transactional spaces, where knowledge is negotiated and crosses boundaries, often between disparate groups. He has attempted to mobilize elements of actor network theory, activity theory and boundary crossing activities in order to analyze these knowledge production processes.
Empirical data is drawn from curriculum meetings between point representatives of workplaces and the academy, the development of new work order case studies and more general curriculum responses and the development of work-integrated academic projects.
James Garraway (South Africa)
Education Development Centre
James Garraway was born in Germany in 1954 to Royal Air Force parents, grew up in England till 1968 then emigrated to South Africa. He trained as a biology teacher practicing in SA and neighboring Botswana, then worked in an education NGO in the 80's while working underground for the ANC. In the 90s he shifted focus to language and learning in higher education. He is currently studying for his PhD in the sociology of knowledge.
(30 min. Conference Paper, English)